Stuttering is a difference in the flow of speaking and includes not only what can be seen or heard from the outside, but also what someone might be experiencing on the inside. People who stutter might feel stuck or feel a loss of control when talking.
They might do one or all of these:
Repeat a sound ("p-p-p-please"), a syllable ("to-to-to-tomorrow") or a word ("my-my-my-my name is").
Stretch out a sound, eg, "ssssss-sometimes".
Get completely stuck and no sound comes out.
Do something to avoid the stutter, like avoid or change words.
Stuttering can be accompanied by signs of tension or struggle in the face or body. These can include:
eye closing
facial tension
facial movements
head movements
clenching of fists.
People who stutter may have negative thoughts and feelings about themselves and their stutter, and may try to hide their stutter by not talking or avoiding situations.
Stuttering is different for each person and can change over time. It can vary depending on the situation – who they're talking to and how they're feeling. Stuttering often increases when someone is excited, tired or stressed.
Stuttering usually starts in the preschool years, often between the ages of 2 and 4 years, when children begin to put words together into sentences. Occasionally, stuttering can develop in later childhood and adolescence. It can start gradually or suddenly and can be upsetting for parents and whānau. Many children who start stuttering will stop on their own, but not all of them so it’s important to talk to a speech language therapist for guidance and support.
Stuttering can develop later in life but it’s not as common. It can happen for older children and adults following a stroke, head injury or as part of the progression of a neurological condition. It can also occasionally be caused by some medicines or by emotional trauma.
Stuttering affects people of all ages and cultures. It’s not related to how intelligent or smart someone is. Many children stutter at some point as they learn to talk. Stuttering is more common in boys than girls and can run in families.
The exact causes aren't completely understood, but what we do know is that stuttering is complex and most likely caused by a combination of factors:
Gender: Stuttering affects more boys than girls.
Genetics: It often runs in families, but not all people who stutter will have someone in their family who also stutters.
Brain development: Studies have shown that for people who stutter there are small changes in how their brain looks and works when compared to people who don't stutter.
Language and speech motor skills: Stuttering often starts when children begin to put words together into sentences. At this time there is more demand on their language and speech motor skills.
Stuttering is nobody’s fault and is not caused by anything parents do or don’t do. Stuttering isn't caused by anxiety, although people who stutter may feel anxious as a result of their stutter.
When you’re talking to someone who stutters, no matter how young or old they are, be patient:
Give them time to say what they want to say.
Keep looking at them when they’re talking (use natural eye contact).
Don’t finish their words or sentences unless they tell you it’s ok to do so.
Let them know by your facial expressions and body language that you’re interested in what they’ve got to say, not how they’re saying it.
Image credit: Canva
If your young child stutters, be supportive if they get upset about their talking. You could say something like, "Talking is tricky sometimes when you're still learning" or, for an older child, "I can see talking is harder at the moment".
Most people who stutter are OK with people asking questions or asking how they can be supported. Be respectful of someone who doesn’t want to talk about their stuttering.
Stuttering therapy is a partnership between the person who stutters, their family and whānau, and the speech language therapist. It varies for different age groups (see the sections below) and from person to person. However, the overall goal of therapy is to make talking easier and to build confidence so that the person who stutters can say and do what they want to.
As the parent of a child who stutters, seek help:
If your child has been stuttering for more than a few months and they’re aware of or bothered by the stuttering.
If you’re worried about your child’s stuttering.
If there’s a family history of stuttering.
If it’s getting more frequent.
If it occurs with tension and struggle.
As a person who stutters, seek help:
If your stutter begins when you are an adult.
If it’s impacting on various areas of your life, eg, education, work, social relationships.
If you’d like therapy and support for your stutter.
Stuttering usually starts in the preschool years, often between the ages of 2 and 4 years, when children begin to put words together into sentences. It can start gradually or suddenly and can be upsetting for parents and whānau. Many children who start stuttering will stop on their own, but not all of them do so it’s important to talk to a speech language therapist for guidance and support.
If your child stutters, it’s helpful to acknowledge their stutter and to create an environment where it’s ok to talk about it. Be supportive if they get upset about their talking. You could say, "Talking is tricky sometimes when you're still learning".
Therapy for preschool aged children varies, but typically focuses on reducing the severity and impact of stuttering, increasing the child’s confidence, and increasing parents’ capabilities and confidence in supporting their child with their stutter.
As children get older, stuttering tends to become more complex and its impact often changes. School age children are more aware of their stutter and have had more stuttering-related experiences (both positive and negative). The impact of stuttering on a child or young person’s life is variable. It can range from having a limited impact on a few specific situations, to the stuttering becoming a central feature of the child or young person’s life.
Stuttering therapy at this age is aimed at providing the child with tools and supports to help them become confident and competent communicators, and to limit the impact stuttering has on their life. Group therapy can be beneficial for this age group.
Therapy could involve:
Learning about stuttering and understanding their own stutter.
Looking at their thoughts and feelings about stuttering, and about themselves as a child who stutters.
Learning how to talk more easily.
Using effective communication skills such as eye contact.
By adolescence, the young person has likely been stuttering for many years, so the way that they stutter, and how they think and feel about it tends to be more ingrained. For some the impact may be minimal, and for others the stutter may be affecting many areas of their life.
Therapy varies depending on the young person’s needs, goals and motivation. An adolescent who stutters may want to focus on:
Learning about stuttering and understanding their own stutter.
Looking at the thoughts and feelings they have about stuttering, and about themselves as a person who stutters.
Working towards saying and doing more of what they want to.
Learning how to talk more easily.
Using effective communication skills such as eye contact.
In adulthood, a person’s beliefs and views about themselves and their stutter are likely to be well established. Stuttering can impact on a person’s mental health, their social interactions and relationships, and educationally or professionally. For some the impact may be minimal, affecting them in certain situations, and for others their stutter can have a significant impact on their life.
Stuttering therapy for adults often means changing long-standing speech patterns, feelings, and attitudes about talking and communication in general. As a result, there is no one-size-fits-all approach and therapy will vary depending on the person’s goals. The complexity and highly individual nature of stuttering means that multiple therapy options may be required to bring about long-term change. The individual's needs and preferences must be central to the decision making process.
Therapy for adults who stutter could focus on:
Learning about stuttering and understanding their own stutter.
Decreasing the impact that stuttering has on their life.
Working to reduce avoidances of stuttering or situation avoidances, so that they can say and do more of what they want to.
Learning to talk more easily.
Using effective communication skills such as eye contact or phrasing.
The goals of therapy might relate to long-term change or to a specific short-term need, such as a job interview. Working together with a speech language therapist who is knowledgeable about stuttering can be helpful.
Video: Windows into stuttering: Insights from people who stutter
This film features Kiwis of various ages talking about what it is like to live with a stutter. They speak honestly to give you a better understanding of what stuttering is, how it can affect day to day life and what you can do to help. Moving and educational, this 5 minute film will build greater understanding about stuttering in the wider community of Aotearoa. This video may take a few moments to load.
(Stuttering Treatment and Research Trust, NZ, 2021)
Video: Stuttering: Young Kiwis Share Their Stories | Stuttering Treatment and Research Trust New Zealand
This 15-minute film will take you on a journey with 11 young people (aged 9 to 18 years) to help you understand the unique experiences of young Kiwis who stutter. They share their stories about stuttering both in and out of the school environment, to make the world an easier place for people who stutter. Educational, and sometimes emotional, this film will provide you with insights into the lives of people who stutter. The stories these generous young Kiwis share will help you to learn what you can do to support people who stutter. This film will be of particular value to teachers or others who care about people who stutter. This video may take a few moments to load.
(Stuttering Treatment and Research Trust, NZ, 2021)
This resource was created from research with young New Zealanders who stutter. In this research, they shared positive and negative experiences they have had at school. They highlighted the importance of their teachers being informed about stuttering, and how this affects their learning and life at school. They also reported bullying, misjudgement, poor self-confidence and not being given appropriate support.
The purpose of this resource is to provide teachers with increased understanding of stuttering and give them strategies for how they can help young people who stutter achieve their potential. It has primarily been developed with the help of young New Zealanders who stutter but also their teachers and speech language therapists, to ensure it encompasses their combined perspectives and experiences. In conjunction with the information in this resource, talking to the young person who stutters and understanding their unique experience is essential. A conversation, ideally at the beginning of the school year, could also include whānau and be guided by the Individual Support Plan provided within this resource.
